Atlanta Public Schools Visual Arts Curriculum 2010-2011 Grades k-8 and High School Visual Art 1



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Ongoing throughout the year:



In your verbal-visual sketchbook, identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art (e.g., reflect on challenges and successes in the form of an artist’s statement; maintain in your sketchbook a collection of ideas and images for art works; do peer reviews of each other’s art works, using a checklist of criteria created by the class to help you identify areas that need revision, and provide suggestions)

Teacher prompts: “How did you adapt these new ideas, situations, media, materials, processes, or technologies to help you convey your ideas?” “How did you use imagination, observation, and the study of other art works to help you develop your ideas?” “How did you negotiate designs with other members of the group and agree on the techniques, ideas, and composition you used?” “How did you approach the challenges you faced in making sure your sculpture was interesting to look at from more than one side? What would you do differently next time?”
Demonstrate an understanding of key contributions and functions of visual and media arts in various contexts at both the local and the national levels (e.g., community art schools or programs provide opportunities for creative expression and instruction by and for both amateurs and professionals; a wide variety of workers are employed by arts industries such as advertising, design, movie making, and broadcast media; artists contribute to America’s economy by providing both goods and services)

Teacher prompts: “In what ways do the visual arts contribute to the economies of urban and rural communities?” “In what ways are the visual arts involved in international trade?” “What are the various professions or careers that have a basis in visual arts, and what education is required? How can we find out more about these careers?”

The following skills are introduced to support artistic development, creative thinking, and meaning making in alignment with this unit’s theme and not as ends-in-themselves:



Assessment


Student self-assessment in visual/verbal journal

Teacher assessment: Studio Habits of Mind rubric (high/medium/low)





Images for required VTS:




























UNIT 3. Art Helps Us Understand Who We Are

Approximately 1-2 weeks (Culminating Project)

Themes and Concepts
Enduring Understandings and Essential Questions

Additional Concepts and Themes determined by specific learning units designed by each art teacher



Hybridity


Georgia Performance Standards in the Visual Arts for Unit 3
VA6MC.1 Engages in the creative process to generate and visualize ideas.VA6MC.2 Identifies and works to solve visual problems through creative thinking, planning, and/or experimenting with art materials, tools and techniques. VA6MC.3 Interprets how artists communicate meaning in their work.

VA6MC.4 Engages in dialogue about his or her artwork and the artwork of others.

VA6CU.1 Discovers how the creative process relates to art history.

VA6CU.2 Investigates and discovers personal relationship to community, culture, and the world through making and studying art.

VA6PR.2 Creates artwork reflecting a range of concepts, ideas, and subject matter.

VA6PR.3 Incorporates an understanding of the language of art (elements and principles of design) to develop and organize own ideas, resolve specific visual arts problems, and create works of art.

VA6PR.4 Keeps a visual/verbal sketchbook journal to collect, develop and preserve ideas in order to produce works of art.

VA6AR.1 Develops and maintains an individual portfolio of artworks.

VA6AR.2 Critiques personal artworks as well as artwork of others using visual and verbal approaches.

VA6AR.3 Reflects and expands the use of visual language throughout the artistic process.

VA6PR.4 Plans and participates in appropriate exhibition(s) of artworks.

VA6C.1 Applies information from other disciplines to enhance the understanding and production of artworks.

VA6C.2 Develops fluency in visual communication.

VA6C.3 Expands knowledge of art as a profession and/or avocation.




VTS Post-Test

Culminating Project [Lesson plan with rubric to be provided]

Dividing the class into groups; each group selects, discusses, and researches a “burning issue” topic around which they will create an interactive installation.


Images for Required VTS:













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